Are You Inspired or Overwhelmed? The Benefits of Teachers Setting Challenging Expectations
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| Title: | Are You Inspired or Overwhelmed? The Benefits of Teachers Setting Challenging Expectations |
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| Language: | English |
| Authors: | Robert J. Mills (ORCID |
| Source: | Instructional Science: An International Journal of the Learning Sciences. 2024 52(4):693-709. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Expectations of Students, Academic Achievement, Teaching Methods, Communication (Thought Transfer), College Students, Information Management, Data Analysis, Assignments, Coding, Authentic Learning |
| DOI: | 10.1007/s11251-023-09658-0 |
| ISSN: | 0020-4277 1573-1952 |
| Abstract: | Teachers form expectations that can influence their students' performance, and there are a variety of ways these expectations can be communicated. In the current study, we tested a novel method for communicating expectations via examples of student work--examples that contain basic, entry-level work and communicate low, but manageable expectations or examples that contain complex, advanced-level work and communicate high and challenging expectations. Across three semesters, 91 college students in a data management course completed a class assignment that involved exploratory coding activities. Prior to the assignment, students were randomly assigned to view basic or advanced examples of student work. Students assigned to the advanced-examples condition reported higher perceptions of task difficulty and frustration, but they also exhibited higher levels of performance in terms of the complexity of their own work. Results suggest that setting challenging expectations can create a desirable difficulty that ultimately benefits students' performance in an authentic learning environment. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1431017 |
| Database: | ERIC |
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| Abstract: | Teachers form expectations that can influence their students' performance, and there are a variety of ways these expectations can be communicated. In the current study, we tested a novel method for communicating expectations via examples of student work--examples that contain basic, entry-level work and communicate low, but manageable expectations or examples that contain complex, advanced-level work and communicate high and challenging expectations. Across three semesters, 91 college students in a data management course completed a class assignment that involved exploratory coding activities. Prior to the assignment, students were randomly assigned to view basic or advanced examples of student work. Students assigned to the advanced-examples condition reported higher perceptions of task difficulty and frustration, but they also exhibited higher levels of performance in terms of the complexity of their own work. Results suggest that setting challenging expectations can create a desirable difficulty that ultimately benefits students' performance in an authentic learning environment. |
|---|---|
| ISSN: | 0020-4277 1573-1952 |
| DOI: | 10.1007/s11251-023-09658-0 |
